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Tambov State University named after G.R. Derzhavin

Tandem as an alternative method of English language teaching

Voloshko Mariya Olegovna

Abstract

The article considers the use of tandem as an alternative method of English language teaching. The author describes the main objectives and principles for the use of this method. Basing on personal experience of teaching the author identifies the main approaches to the use of the tandem-method in teaching a foreign language. Special attention is paid to studying the key features of the use of teaching in tandem. The organization of teaching with the use of the tandem-method, according to the author, contributes to the formation of cross-cultural and linguistic competence of students.

Key words and phrases: tandem-method; cross-cultural competence; linguistic competence; bilingual environment; principle of reciprocity; principle of individual autonomy; alternative method.

Статья рассматривает использование тандема в качестве альтернативного метода обучения английскому языку. Автор описывает основные цели и принципы использования данного метода. На основе личного опыта преподавания автором были определены основные подходы к использованию тандем-метода в обучении иностранному языку. Основное внимание автор уделяет изучению ключевых особенностей использования обучения в тандеме. Организация обучения с применением тандем-метода, по мнению автора, способствует формированию межкультурной и лингвистической компетенции учащихся.

Ключевые слова и фразы: тандем-метод; межкультурная компетенция; лингвистическая компетенция; билингвальная среда; принцип взаимности; принцип личностной автономии; альтернативный метод.

tandem method english language teaching

Basic maintenance of research

Step 4. Remote communication with a tandem partner (communication with the tandem partner using e-mail, social networks, Skype and other programs for video conferences; discussion of problems of current and mutual learning of native languages of their tandem partners, discussion of the cultural features, searching for similarities and differences between studying cultures and languages, creating blogs or diaries).

Step 5. Analysis (a study of the results obtained, their analysis and evaluation, identifying similarities and differences in the cultural realities).

Step 6. Reflection (identifying positive and negative aspects of learning in tandem).

Step 7. Connection with a teacher during the whole period of studying. The third stage. Final stage. Step 8. Discussion of results (assessment of the effectiveness of the project).

Step 9. Self-evaluation (self-evaluation, the participants appreciated how they were able to form intercultural competence, keeping reflective diaries and/or blogs).

Step 10. Pedagogical evaluation of results.

During the experimental study it is possible to use the following forms of control: - observation;

peer assessment; - self-control.

In order to check the efficiency of tandem-method there was organized the experimental training. Experimental training was provided in 2013/2014 and in 2014/2015 academic years in Independent Noncommercial Organization of Extended Education Training Linguistic Centre "Dialogue" (Michurinsk). Participants' levels of proficiency were from A2+ to B2+ according to the European scale. The tandem-partners of our pupils were English-speaking students who wanted to take part in the project and sent application forms. Both groups of pupils discussed and chose the subjects for discussions in advance. The main aim of this experimental training was the development of crosscultural and language competences of Russian and English speaking participants.

The project based on the studying using the tandem method has been revealed by the dynamics of all components of intercultural competence. This indicates that the formation of intercultural competence through learning in tandem is an achievable goal.

As for the results of the project, it is necessary to notice that the cognitive components of students' intercultural competence have increased significantly. Language competence of participants has also increased (from A2 to B1, B1+). Studying in tandem helps to broaden students' minds. Before taking part in the project most of the participants did not know anything about the another culture and its components as theoretical concepts. Some participants had only a partial view of existence of several types of cultures within one country and several types of subcultures within one culture. Most of the participants in the tandem course identified the concepts of "culture" and "country".

Thanks to the tandem-course students have learned a lot of new information about their own culture and about their partners' culture. It helped students to understand similarities and differences of cultures and gave an opportunity to learn how to interpret cultural aspects competently.

In addition, learning in tandem helps participants to develop the ability to identify potential intercultural conflicts and to find ways to resolve them and prevent them in the future. Thus, the formation of the cognitive component of intercultural competence turns to the formation of social and cultural components. Taking part in the project helps students to develop the ability to represent their native countries and cultures; the ability to evaluate, understand and accept cultural values of different countries. In order to simplify this process tutors and tandem partners explained some cultural aspects that were difficult to understand.

Although there were some difficulties in understanding the specific cultural characteristics of their tandem partners, during the period of training course participants were very friendly and tolerant. They easily engaged in the group work and they free expressed their thoughts and emotions.

To sum up, it is necessary to underline the effectiveness of using tandem-method. Despite emerging difficulties in understanding certain cultural characteristics, participants get an opportunity to learn how to become more tolerant and friendlier to each other, how to express their thoughts and emotions.

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